Michael Lombardo Director Interagency Facilitation firstname.lastname@example.org Celeste Rossetto Dickey PBIS/MTSS Coordinator crossetto-Dickey@placercoe.k12.ca.us Luke Anderson PBIS/MTSS Coordinator email@example.com Kerri Fulton PBIS Coach/Trainer firstname.lastname@example.org Kim Wood PBIS Coach/Trainer email@example.com Ruth Volpi-Lane Program Analyst firstname.lastname@example.org
Support the development of system-wide frameworks for positive school climate promoting wellbeing, safety and academic success Provide direct services and guidance to districts for support to Placer’s most at risk populations Foster Youth Homeless Youth Vulnerable Youth Native Youth Programs promoting mental wellness in our schools and community for students & families
Providing services to Placer County’s eighteen school districts Technical and Intensive services to districts, schools, students and families Throughout CCSESA Regions 1 thru 4 Technical support for development of Positive Behavior Intervention and Support Provide leadership and support throughout California Supporting student attendance Building teams for student mental wellness Providing technical support for student wellness
What we know: Schools face a set of difficult challenges today Multiple expectations (Academic accomplishment, Social competence, Safety) Students arrive at school with widely differing understandings of what is socially acceptable Traditional “get tough” and “zero tolerance” approaches are insufficient and ineffective Many students face multiple needs creating challenges for them as they navigate the school day Individual student interventions Effective, but can’t meet need of all students School-wide discipline systems Establish a social culture within which both social and academic success is more likely
(1) Create positive climates and focus on prevention; (2) Develop clear, appropriate, and consistent expectations and consequences to address disruptive student behaviors; and (3) Ensure fairness, equity, and continuous improvement. US Department of Education: Guiding Principles: A Resource for Improving School Climate & Discipline, January 2014
Decrease development of new problem behaviors Prevent worsening & reduce intensity of existing problem behaviors Eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge pro-social behavior Redesign of teaching environments … not students!
for enhancing the adoption and implementation of A continuum of evidence- based interventions to achieve For ALL students Framework Important academic and behavioral outcomes PBIS
What is Positive Behavior Interventions & Supports? PBIS is: A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Evidence-based features of PBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
The fundamental purpose of PBIS is to make schools more effective and equitable learning environments for all students. Predictable Consistent Positive Safe Equitable
Less reactive, aversive, dangerous, and exclusionary; More engaging, responsive, preventive, and productive; Address classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior); Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health) …….leading to maximized academic engagement, Student mental wellness, achievement and safer schools. www.pbis.org Research
PBIS Establishes a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP
Universal Prevention All Students Core Instruction Preventive Proactive Common Rules and Expectations Common Referral System Strength Based Behavior System Targeted Intervention Some Students Supplemental (to reduce risk) High Efficiency Rapid Response Intensive Intervention Few Students Individualized Function-based High intensity 80% 7-15% 1-5% All students in school
Tier III: Prevent Teach Reinforce & Wraparound Tier II: Check In Check Out Targeted Interventions Tier I: Universal Interventions – All Students PBIS/MTSS Framework
1.School-wide System PBIS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Consequences & Decision Making Team Initiated Problem Solving (Tier I data teaming) 2.Targeted Group Interventions Tier II-III data teaming Check In Check Out Small Group Interventions 3.Intensive Individual Interventions Individualized Interventions Prevent Teach Reinforce Wraparound Focus of Year 1
Participate in exploration of practice Building your PBIS team: roles and responsibilities Establish 3-5 school rules Define expectations specific to school settings Teach expectations
Link PBIS to parent and community involvement Establish an acknowledgment system linked to school rules Teaches expectations Reinforces behavior we wish to see
Clearly define problem behaviors Come up with clear and consistent process for responding to problem behaviors School Wide Information Systems (SWIS) overview Establish a referral process that makes it easy to collect precise data for problem solving
Teach the PBIS team to work efficiently and effectively. To look at data and identify precise problems and potential solutions. Define a process for team data based decision making. Identify team roles and responsibilities as it applies to the data teaming process. Teach the team how to facilitate team meetings and utilize the team minute form
Administrator District Supported Coach Site Lead Certificated Staff Member(s) Classified Staff(s) Family Member Probation/Community Representatives
Clearly defined behavioral expectations that have been defined, posted, taught and acknowledged.
Teams meeting regularly to: Review their data Determine if PBIS practices are being used Determine if PBIS practices are being effective Identify the smallest changes that are likely to produce the largest effects But focusing on the use of evidence-based practices
Students who are able to tell you the expectations of the school. Students who identify the school as safe, predictable and fair. Students who identify adults in the school as actively concerned about their success. Students feel connected to the school and staff.
Focus on prevention Team-based systems for targeted and intensive social, emotional and behavioral support for children with more significant needs.
Faculty and staff who are active problem solvers. They have the right information They have efficient organizational structures They have effective outcome measures They have support for high-fidelity implementation and active innovation.
Michael Lombardo email@example.com 530.745.1493